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Use of a Wiki as a Collaborative Learning Tool to Promote Active Learning in a Neuroscience Course for First‐Year Medical Students
Author(s) -
Gould Douglas,
Mi Misa
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.960.24
Subject(s) - rubric , grading (engineering) , collaborative learning , psychology , medical education , relevance (law) , active learning (machine learning) , class (philosophy) , computer science , mathematics education , medicine , engineering , civil engineering , artificial intelligence , political science , law
The use of Wikis in higher education is not new. It has long been recognized – even if difficult to put into action, that the whole is greater than the sum of its parts; in other words, the greater the user base and the greater the participation of that base, the greater the potential for knowledge construction, transfer and retention. Educational agendas, medical education included, are undergoing a shift towards more individualized learning and collaborative knowledge construction, which encourage interactive and reflective learning strategies. This type of active, contextual, integrative learning has many benefits for students beyond content transmission, including: improved understanding of principles and concepts; increased motivation and satisfaction; and enhanced self‐appraisal and self‐efficacy. To capitalize on the significant benefits of collaborative learning, we have developed a learning activity using a neuroscience Wiki to help our first‐year medical students at OUWBSOM review course content and develop a team learning project. Our class of 75 students is divided into 15 teams; each team is responsible for the creation of a 1–3 page topical neuroscience review ‐ Wiki submission. The submission is graded for accuracy, quality of citations and clinical relevance using a thoroughly vetted grading rubric. The submission is 5% of their overall course grade. Evaluation of the effectiveness of the activity in promoting student active learning is ongoing and involves score comparisons with previous groups, student surveys and focus groups.